Analyzing the Influence of Digital Comics on Student Motivation and Computer Hardware Comprehension using Structural Equation Modeling.pdf.json
DOI:
https://doi.org/10.23917/ieltech.v1i2.17492Keywords:
Digital Comics, Informatics Education, Learning Motivation, Material Mastery, PLS-SEM, Instructional MediaAbstract
Informatics education often struggles to convey abstract hardware concepts, necessitating innovative instructional media to enhance student engagement and comprehension. This study aims to evaluate the structural relationships between instructional strategies, digital comic media, student motivation, and material mastery using Partial Least Squares Structural Equation Modeling (PLS-SEM). A quasi-experimental one-group pre-test post-test design was employed, involving 36 seventh-grade students. Data were collected through cognitive tests and questionnaires measuring Learning Strategies (LS), Digital Comics Media (DCM), Learning Motivation (LM), and Computer Comprehension (CC). Descriptive and inferential analyses revealed a significant improvement in cognitive mastery, with mean scores rising from 71.15 to 92.3 (p = 0.001) and classical completeness surging from 57.70% to 88.46%. The PLS-SEM analysis demonstrated that both comic-based learning strategies (path coefficient = 0.606) and digital comic media (path coefficient = 0.482) significantly enhance learning motivation. Furthermore, learning motivation emerged as a massive predictor of computer comprehension (path coefficient = 0.789) and served as a significant mediator between the media intervention and technical mastery (path coefficient = 0.380). The findings highlight that while the visual narrative of digital comics captures initial attention, the structured pedagogical strategy is the dominant force in sustaining motivation. Ultimately, digital comics act as dynamic instructional catalysts that elevate academic performance when effectively paired with student-centered learning strategies.
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